001was prescribed by [Music] Welcome everyone to our regular June Cous School District board meeting. Please stand for the pledge of allegiance. You aliance. Thank you. Would someone like to entertain a motion to approve the agenda? Thank you, Arie. I'll second. Thank you, David. Do I have any discussion, any additions or distractions? Okay, hearing none, it's passed. We're going to go to um do I have a motion for the consent agenda? I'll move discussion. [Music] building. Can you hear us? On and off. I can hear you. I I don't have a very good connection and I all of the electrical circuits in our van went out so I have nothing to plug in. So when this runs out of electricity it's gone. Thank you to the declare the budget hearing open. So would we have any
002input? I have one person down here. We're looking for input on the budget hearing. Would someone like to step forward and have any input? Andrea, I guess I'm up. And then we'll have the the public input in a little bit. So this one's related to funding. All righty. Good evening. My name is Andrea. My daughter Kendall is a three-time regional Oregon Battle of the Books champion and a one-time runner up. Sorry, kid. I know that that loss still stings. My son Tanner was the only third grader on this year's OBO regional championship team from Miloma. I'm here tonight to advocate for the reinstatement of the recently eliminated high school library clerk assistant position. Without Gracie Jensen's help, Captain Hampton, the Marshfield librarian, would not have the temporal flexibility to teach the junior high's OBO class
003and assist with the OBO teams at both Miloma and Sunset schools. As a parent, my number one job is to advocate for what I think is best for my children. It's imperative to find the courage to speak up for the things that you believe in. I believe in the dynamic duo, Katherine Hampton and Gracie Jensen. Next, I will read the words of some of Mrs. Hampton's junior high OB students. Kendall Fullman said that Mrs. Hampton is my favorite teacher and a very important part of the OAB program here in Bay. She is always encouraging and helpful. I know that she is always there for me. Mrs. Hampton does so much more than she gets credit for. She is a teacher, a librarian, a district librarian, a helper, an encourager, and perhaps most importantly, a kind
004person. OB without Mrs. Hampton would be like a book with no words. OB could not lose Mrs. Hampton without negative consequences. Gus Terry said that Mrs. Hampton should teach OB because she is a great teacher. She has been teaching OB for years, so she knows what she is doing. She is also very kind and knows all our personalities and what we like. With this knowledge, she is able to speak to us with confidence and persuade us to do our work. She is also a very nice person and always makes people want to try. Weston Gibbons said that Mrs. Hampton has really made OB something special. She gives out snacks to everyone, is always patient and understanding, and never yells. It really feels like you can depend on her if you're confused about something or something
005comes up in your schedule. Mrs. Hampton has always made sure that everyone is accounted for and heard. Losing her would be like losing the soul of OB. If Mrs. Hampton no longer taught OB, it would have a detrimental effect on the morale and attitude of the class. The way that Mrs. Hampton has taught OB made it feel not like busy work, but really getting to know the books, always encouraging us to do what was best for our team, whether that be studying practice questions or reading. Through Mrs. Hansen, we were given the tools to thrive this year, and that's something I don't want to lose. Mrs. Miss Hampton has been coaching OB for the past nine years, and her passion, guidance, and expertise has proven to be both invaluable and extremely successful. Miss Jensen's brilliance
006permits Mrs. Hampton's flexibility of schedule. Please don't relocate Miss Jensen because Mrs. Hampton is OAD's goat. I think I have a few seconds. I also want to read something from Mrs. Bones, who wasn't able to make the meeting tonight. She said, "I thought the school board meeting was tomorrow, and I found out it's tonight. I can't make it. I had a parent ask me what I would have said. I told her, "Northbend is down enrollment and they are not cutting library staff. OB is a sport for these kids. Some of them will never play football, basketball, or soccer." Yes, they are higher readers, but some higher readers also lose interest in reading. And with OB, they are more likely to continue reading. We have anyone else? No. All right. So then hearing um next would
007be to adopt the budget or to make a motion for Oh, I thought you were going to present. I can. However, I I don't budget for and watch them. So it's essentially a summary that our state revenues are up by about 1.2% from the general fund. Staffing costs are up over 10%. Um, in order to balance the budget for next year, we did remove a million dollar transfer to capital projects while maintaining our athletic reserve and our um church reserve fund transfers that we're required to do. Um, other than that, it sounds okay. Thank you. So, would you like us to entertain a motion on adopting the budget? I would. Yeah. I believe 2025-203. Let's try to find out what page it's on. Um 19. We have to read some of these numbers. Do I
008remember correctly? That is correct. Okay. So, we um I'll go ahead and make a motion to approve resolution number 2025-03. Um don't remember because I have to read your item. So, um just the first part, the resolution adopting the budget and then um resolution making appropriations. We go back to find this resolution. Um but please refer to the total adopted budget. Right. So resolution it says uh it resolve that the board of directors approve school district hereby adopts a budget for fiscal year 2025 2026 in the amount of 77,524,363.36. budget is now filed the district's administration office 333 South 10th Street with the Oregon uh result of the amount shown below in there are I appropriated for the fiscal year beginning July 1st 2025 for my purpose I'll read the amounts there the general fund
009amount total is 43,945,3356 professional revenue fund is 16,264,100 even debt service fund in the amount of $4,719,425 even capital projects is 1,970,000 nothing uh like total of 77524,363.36 and And that also increases the taxes for the taxes provided the budget is assessed value is 4.54 and.5276 cents per $1,000 for the set value for permit tax rate and in the amount of 4 million 1,990 for debt services on the general obligation bonds. That's the motion. Yes. Thank you. I'll second. Okay. Any discussion? So, I just want to ask a question along that same line. This budget, we had to cut some to get there. How does it look for next year? Is it going to get worse or Do we have any idea? It's pretty flat in terms of state funding because of the 49% first
010year and then the 51% split in year two. However, it will all depend on the enrollment and then and I don't have any no crystal ball. No crystal ball. Great. All in favor say I. I. I. Any opposed say your name. I. Thank you. Thank you. Thank you. You need to do the pass. No, just by using the resolution number in to that. Okay. Okay, get the budget hearing closed. Now, we're going to recognize retirees um of the 23 24 school year. And so, I have a little statement here and then I have a longer statement. So what I'll do is so I don't butcher it, I'll read the the statement that I have and then the statements from the principles. I'll figure out a way to get it attached to like an image and
011then maybe we can post it on our Facebook and and sites like that. So good evening everyone. Tonight we come together with deep appreciation and heartfelt gratitude to honor the 2025 retirees of the Kuspay School District. Each of you is contributing more than time. You've shared your talents, your compassion, and your unwavering dedication to the students and families of this community. Whether in the classroom, the front office, or on our grounds, your impact has shaped lives and help build a better future. You've inspired generations, fostered curiosity, and stood as a steady presence throughout time of growth and change. The legacy you leave is not written only in lesson plans or schedules, but in the hearts of the young people you've touched. On behalf of the entire school board in this community, we thank you. Thank
012you for your years of service, for believing in what's possible, and for giving so much of yourselves to Cuz Bay. We wish you all the joy, adventure, and the rest and rest that retirement brings. You have earned every moment. Congratulations and thank you. And so the names here. So this is in reference to Debbie Drops and if I say it wrong, please correct me. Deborah Hokamp, Karen Bones, Adrina Via, and Greg Ford. And the board has got you guys a gift. So if you are present then stand up. Thank you. Thank you. Is anybody else? Yes. I spun through that pretty quick if there's something you want to say. Thank you. Thank you. All right. So, now we'll get to the public input. So, we've got three people signed up. We got So, here's a
013little uh heads up. Speakers may offer objective criticism of school operations and programs, but the board will not hear personal complaints concerning school personnel, nor against any person connected with the school system. The time limit is three minutes. The board chair will direct the visitor to the appropriate means of board considerations and disposition of legitimate complaints involving involving individuals or policy DDH. So, first up we have Megan Vanderlin. Hello, Megan. My name is Megan and I have a child in the school district who will be going to kindergarten next year and then my daughter just graduated high school here. I have some concerns about what has been allowed inside of our school district over the last few years. And there has been a lot of complaints and things brought up online through not just Facebook,
014through the news outlets about predators being allowed in our community and in our schools. And I would like to know what's going to happen going forth to keep those people from happening, keep those people out of our school district and out of our systems. I mean, he was there was an open door policy down here at Northwest Fitness for our children to be going in and out of there. And so things have happened and I I know we they can't be brought up because they're court open court cases, but I need to know that my child is going to be safe in this school district because he is already sorry. He is a foster child with trauma and I do not and will not put him in a situation where it's going to happen because
015he cannot stand up for himself. And if nobody else is going to, it's got to be me. So, I need to know that he's going to have voices that are outside of me that are also going to protect him when I send him off to these school districts. So, I need to know that it's not going to happen anymore and that he's going to be safe when he starts school in September. That's all I have to say. Thank you, Megan. Tony, I'm here to basically discuss the same subject. I volunteer over at Oh, sorry, Tony. Could you say your name real quick for Oh, I'm sorry. My name is Tony Porto. I um sometimes volunteer over at Madison school for because my grandson is special needs and I work there with them sometimes and I
016had to go through a background check. So, I want to know how that man got next to our children. I it's it doesn't make any sense to me how he was allowed to be around our children. We are supposed to have stuff in place for that. Like I said, I'm my I'm a grandmother and I had to have a background check to go in my grandson's bathroom, but we're just randomly sending kids down there and exposing them to a man that has not one now and not two, but three sets of charges against him and they're all nine years apart, which means there's no way that man could have gotten rid of those personto person crimes. somebody knew they were there. Thank you. Thank you. And then um Glenn Glen everybody good evening. Uh I'd
017like to ask for permission to travel to Atlanta, Georgia for uh the Skills USA national competition. Uh we had five students this year that were able to win state competitions that were able to uh travel to nationals. Uh we had seven goals of the state this year and just the manufacturing class alone. I believe there was about 10 if we're including all three programs. Um so skills USA is a CTE program where basically so it's for technical education. So, we're going into the trades, welding, carpentry, uh, plumbing, electrician stuff. Uh, and I just like to ask for permission to reach out to and David, I don't see this. What's the next thing on the agenda? It's an action item actually number eight. Yes. Okay. All right. Can anyone entertain a motion? Yeah, I move we
018that we approve Mr. Go on a competition that represent Marshfield Build. Well, that's why make that motion. Thank you. I'll second. Any discussion? Okay. All in favor say I. I. Any oppose? Good luck. All right. Next up, we have our destination student. Ready to do this? All right. Thank you, Cody. We have road trip tomorrow for the head of my house. I'm also going to take the China trail. And as far as I know, we have 22 graduates and five juniors. And I've been told we have a 100% graduation rate. Thank you. That was very good. Thank you. Okay, next up we have the CBA business with Becky Crane. Good evening all. All right. You gonna grab it, David? Thank you so much. Okay, so um probably not a coincidence that Katherine Hampton was our
019member uh is our member spotlight this month. Um, Katherine was nominated by a member um that teaches at the junior high and um she the words that were shared when she was nominated were um our eighth graders have been going up to the high school library once a week and they love it. You even see them reading books and you even see them reading books. She made a hands-on escape room on the outsiders novels. So when the students were done reading they got to go up and work through the escape room. So the picture here is her um OB team at state um in April and then some of the oval I mean sorry some of the room supplies. Um, so, um, I loved the line, that's why I said it twice, that, um, you
020even see them reading books because, um, junior high teachers know and and and I've had some experience knowing, um, that trying to get them to read books and enjoy books, um, can be a real challenge. So, that's a great honor um, in saying that she's responsible for getting them reading. So, thank you, Katherine. We appreciate you. Um, next, uh, CDEA, um, honors two, uh, tries if we have to. We, uh, we give two $1,250 scholarships out each year to applicants that are graduating and our children of our members. Um, so this year, our recipients were Jessella Corselleti, her um, she is the daughter of U. Erin Atkins and Tata Montiel who is the daughter of Tammy Montiel and of course Floyd as well but Tammy's the CDA member. Recipients are chosen blindly by retired Bay
021teachers um and Rose Stinson um chairs that committee and I believe this was her last year to do so. So, um, a big shout out for to Rose for putting that together for us and of course to Joella and Tatum and congratulations to the other grad as well. Bargaining. Um, I don't know if you know, but we have another session tomorrow night and we are really hoping that it it is our last one. Um, we had some we were able to kind of break it down into some more informal talk about what what is this going to take? Um, and we made some great strides uh last week when we last met. So, looking forward to hopefully hopefully uh wrapping that up tomorrow. Um, as for the summer, uh we uh let's see. Yeah, next
022week. I almost didn't want to say next week because it just feels wrong. But next week we are uh going to have a planning retreat for our um our officers and um building reps just to start planning for next year. And officially on August 1st, our new officers will take over with President Glenn Brook from Marshfield. Tracy Kates will remain our vice president. Jen Winston is taking over as our secretary and Diane Handy will stay in her role as treasurer. Um I went on a lovely field trip today to the jetboats. Got off the bus at 5 o' um and um left my phone somewhere in the transition so I'm not staying. Um, but it's been a pleasure working with you all and I'll see you around. Thank you. Thank you. All right. Next up,
023we have OCA business with Brie Landro. Good evening. I'm a little bit uh jealous that Becky got to be on the road today. I got to go with Destination so um about a week week and a half ago. So, I can't complain too much about not being able to go. Uh, so with it being what is this forward? Yep. Okay. Uh, with this being um June and graduation month for MHS, who better to spotlight this month but Jennifer Benell, who works at our high school. And I'm going to read out what one of her peers at Marshall has said about her. Jennifer is a heart of our school community. A dedicated high school college and career coordinator, leadership coordinator, scholarship facilitator, and director of the MHS charity program. With many years of service, she is
024a true pillar of our school, holding the history and traditions of MHS close and passing them on with pride. Her tireless commitment to student success and personal growth is unmatched. Whether she's guiding students towards their future goals, empowering young leaders, connecting families with life-changing scholarships, or organizing meaningful charity initiatives, Jennifer brings passion, grace, and integrity to everything she does. As a colleague, she is not only reliable and knowledgeable, but also uplifting and kind. A true team player whose positive energy makes our school a better place every day. We're incredibly lucky to have her, and she is here tonight. I also want to say that hearing this from one of her peers at MHS, it carries over with the work that she's done in um OCA and within the union as a negotiating uh team member.
025uh so very much with knowing the history and traditions and kind of what's going on. I couldn't be doing it this year without her help since I'm like a a green horn, you know, and it's my first negotiations round. And so, not only does she do that for students, but she's doing that for staff members, too. And so, thank you, Jennifer, for all of your hard work. Then I have to move on. I know you guys have two screens, but I still can't see at that angle. Um, we too are going to have a new chapter 33 board. Myself is going to stay as president and Amarell is going to be our vice president and Allison is going to be our secretary. Our treasurer will remain Brenda and Shelley Fuller is remaining as our hospitality.
026And so that will be our chapter 33 for OEA here in our school district for the 2526 school year. And then I know that you guys had recognized retirees but the several of them on your list were classified. So Debbie Hopamp, Adriana Via, Greg Fowler, Karen Bones, and Debbie Drops. And I know it has been sent out in an email uh but we will be doing a OCA end of the year beginning summer kickoff celebration on the 16th at 4:30. And so we will also be recognizing our retirees at that point as well. And then for a bargaining update, the reason why we're going to have our party the 16th is we have our next bargaining session on the 16th from 8:15 to possibly 3:15 in the morning. So, kind of getting together and working
027through some of the things. Unfortunately, our last uh bargaining session did not end on a great note. um just you know when you're getting to things and talking about things such as salary um and how that impacts the livelihood of classified members sometimes tensions can get high but I think that we're a lot closer with language and coming to a conclusion and hopefully the 16th um we can wrap things up since that is uh during time off for our members and then uh our OCA chapter 33 also does two scholarships for members and one of them was a Marshfield graduate and is McCoy who is also a speaker and his mother is Sonia here in the district that works in the art. And then Michael Waldrup is an educational assistant out at Sunset. And his
028daughter is a Northbend High School graduate and she um her name is Pet Penelope. Uh but I've known her as Penny when she was in kindergarten. And so it's super exciting to be able to give those to the students and kind of see where they go in life. Is there any questions? That's all I have for tonight. Thank you. Okay. Next up on the agenda, we have a presentation by our principal Eli Ashton. So, I'm gonna I'm just going to give you guys a little bit of historical background and knowledge about the AD program at Marsh. I'll let Mr. Johnson, our aid tutors and our AVID students talk a little bit about what AVID is. Well, I'm not um so we started AVID uh back in 2017. Um we went through a four-year process. Um
029COVID hit and it kind of decimated the program. So, we were in a reset mode back in 2021. So really we're in year four of implementation, what I consider year four. Um and also we had you know some turnover in staff. Um what has been instrumental um with our program is our site teams. Uh we have 15 members on our site team which consists of um certified staff mostly certified staff myself um Janell our college and career specialist and then Noah Martin um who is a tutor for us for many years also does credit recovery but has kind of been our tutor mentor um as we've kind of re uh kind of our tutor system is a little different than it was when we first started. Um and they can talk a little bit about
030that but um right now just to give you some ideas uh we have 64 students currently enrolled in our AVID elective class. Next year we're going to have 96 students. So we're going to go from three sections to five sections and that's just at the high school. Um the junior high joined us last year. Um and so they have now two sections, one at seventh grade and one at eighth grade. Um instrumental into our AVID program is the summer institute that we get that we are for so fortunate to attend. Um it's for our staff. Um they provide um what we they're called coops, community of practices. And so our staff sign up for those. They range anywhere from um uh content specific like math, ELA, science to the AVID elective teachers to um community
031culture um leadership all different kinds. And so the purpose is to go those cops and then come back together for site time and we do our planning. Um so we have our AD elective but then we have our AVID schoolwide. Um so they're going to talk a little bit about all that. But just to kind of give you an idea there, this year this summer we had 19 staff going. So we're really excited. Um, it's great because typically we have to go a long ways whether it's Denver, San Diego, Seattle. This year we're fortunate it's in Portland. So it helps us bring the cost down and get more staff there. And it's a three-day trip that we're excited. So Mr. Johnson. Awesome. So I'd like to just take a moment and recognize three of our
032tutors who have recently graduated and they are spending their first free week night off from Marsh High School with us here at school board meeting. Um, so I really appreciate you guys being here and we have two young ladies hiding in the back um, who have taken their time out of their night of studying for finals this week um, to join us. So, I just really appreciate all you guys being here with us um, just click it. No. Hey, I got you. All right, you just click away. Dave incoming clutch. Oh, you Those are just some names of who is here with us. Um, so our principal, Mr. Ashton. Did I do that? Yep. All right. I don't know what's going on. Um, I'm Anthony Johnson. We have Tatton, CeCe, and Jonah. And over here
033we have Isle and Isabella. Let's see if it work. Oh. So, what is AVID? So, the textbook definition of AVID is advancement via individual determination. Um, but what does that really mean to us? It is AVID is all about helping students reach their full potential. It's a program that supports students in staying organized, thinking critically, working well with others, and preparing for college and careers. Whether it's learning how to take better notes, setting goals, or taking required advanced coursework, Abby gives you the tools and the support system to succeed. It's about believing in yourself and putting in the work to get to where you want to go. So, that is that is really how we feel at Marshfield. um about what Abbott is for us. We are breaking down barriers. We're opening doors. We're providing
034tools for our students to succeed. Yay, it works. Um so this slide here is just kind of comparing AVID's mission um to Kouspay School District's mission and they're kind of highlighted by where they match up. Um so AVID's mission is to close the opportunity gap by preparing all students for college and career readiness and success in a global society. Whereas CBD9's mission is all students graduate with a plan and are either enrolled, employed or enlisted when they graduate. So there's a lot of mesh between those two. Um and these AVID really supports the mission that we have um that you guys have set for Qspace school district. Um so and then the check boxes is it for everyone? Yes, it is. um three does it support the three E enrollment enlisted um employed? Yes, it
035does. Is AVID meant to provide access? Yes, it is. And I know that's a big vision of CSA school district is to open doors for all of our students. And lastly, rigor. AVID is a program that is designed for rigor. Um and our AVID students are required to take advanced coursework. I'm going to speed up because the clock's counting fast. Um, and I just kind of wanted to highlight our ninth grade class since they are new with us. It has 26 total students. Um, 11 males, 15 females. 14 students are white and 12 are students of color. Our class average GPA is a 3.14, which is right in between a B and a B+. Um, out of 26 students, only three have a seen have Fs and only one of them have multiple Fs, which
036is I believe is well below the rate of the school Marshfield High School um in general. And our overall F rate is only 3.75. Um, 27% of our AVID students are enrolled in clubs or non-sport extracurricular. So, you're talking about band, um, our Latin X, Pirates for Christ, journalism, yearbook, it goes on. 46% of our students are enrolled in at least one CTE class. We have students have who are enrolled in multiple. Um, and also, coincidentally, 46% their freshman year have already been enrolled in advanced coursework. And I that number I imagine is just based off of forecasting will go up next year. and then almost one in three played at least one sport. So, academically we're doing great. We're all of our AVID students are involved um in extracurriculars one way or another. Um
037what we got next? What AVID is it? So, there's a few misconceptions that float around about AVID. AVID isn't just a study hall. We don't put them in a classroom and just tell them to get to work. Um so, I guess I'll read this. While students do do get time to work on assignments, the focus is on building skills that help you succeed long-term, like note-taking, time management, and goal setting. AVID is not only for students who already have straight A's. That's another misconception. Um, this is really for anybody who wants to challenge themselves and work hard. Um it's improve and prepare for a life after high school no matter where they're starting from and regardless of which of the three E they choose to pursue in the future. Um so we're not looking to
038tell kids they have to go this route, this route or this route. We are providing them the tools to make those decisions on their own. We um we attend college fairs, we attend job fairs that are hinged towards the trades. Um we've researched different roles in the military. Um, and it's not just an extension of our advisory. It's a structured credit earning class with real tools, real support, and real growth opportunities designed to help them reach their full potential. Um, I guess that was kind of what So, what is AVID? AVID is a place for any student who wants to grow, work hard, and challenge themselves. It's where you'll learn lifelong skills. I feel like I read this already. Oh my gosh, your clicker is different than mine. It's driving me crazy. Um, I'm gonna
039skip to the next one. In Avid, you'll also explore your future, whether that means college, going straight into the workforce, trade school, or the military. It's about finding the path for you. The course is built around academic support, especially through something we call tutorials. Um, I've handed you guys a few handouts. The pink page is um the AVID tutorial steps. Um, and then the little packet is some examples of what our pre-work for the tutorials are. And I'll let the tutors and the students touch upon that. Oh my gosh, we got two minutes. All right, I'm going to jump to them talking. So, there's a lot for you guys if you want to go and look at it. Um, so we're going to start with the elective students. They're going to be a little shy,
040but it's okay. So, if you could answer, how has AVID helped you academically and as a teammate? And what skills have you gained? Um okay so it has helped me a lot academically. It gives me a lot of time to work on missing work and I feel like it really helps me focus I have at the end of the day and I can just like um look at all the work that I need to finish in other classes and like really attempt to work on it. And I feel like I've met a lot of new friends at AVID and um I don't know. I just feel like I've it's been very helpful and I get to I feel like I've had more time to think about the future and what I want to do next.
041And yeah, how it's helped me academically is it's like it's easier to ask for help in this class. Like you're friends with the whole class and teachers are always there to help. same with like the tutors. So, I just find it like really helpful to have someone that can help you oneon one in that class and um like tutorial help me first subject and problem. It helps me just see exactly steps how to go through my I know it's hard to talk and then I'm going to hand you guys off to our Avid tutors. Could you guys talk a little bit about the the tutorial process because we keep saying it? Um, and I know it's kind of not something most people know what it is. Okay. Hi, I'm Cece. Um, so at the beginning
042of each week, we start with like grade checks, binder checks. We make sure everyone has the resources they need to do their work and work on a tutorial later in the week. And so then we do these things called TRFs. It's a tutorial request form. And basically you have a subject in a class and you um have an initial question and then you write the steps that led up to what you might be confused about. So you have a point of confusion or you could do confidence if you really think you're that confident in every class but most students weren't. And so um once you fill that out we all on Thursdays which is our block day we would have whiteboards, TVs etc. and kids would go up one at a time and share the
043steps that took them to their point of confusion. And then tutors, teachers, other students were open to helping them reaching um the answer to whatever they needed. And it's really important because a lot of the students are in similar classes and they can help each other. If one has a question, the other might be thinking they have the same question and it helps them as well, you know. And then the tutors um they can step in, they can take over, they can add more questions if you want to challenge the students a little bit more and the rest of the kids take notes throughout the tutorial process. And it really is fun. It gets everyone talking. It helps people go out of their shell a little bit and make bonds with everyone. And I think
044it was really important and fun for me. All right. Uh oh, I think we're out of time. Well, thank you guys. You guys could go ahead and finish if you I'd like to say yes. Okay. Can I ask a second question? Of course you can. I don't think Tayton and Jonah will argue for that. Well, I think AVID was really helpful for the students we worked with as well because going at the beginning of the year, there were a few students in each class that were like, I don't want to do a tutorial. I don't want to work. I have no like a few of them were really put in this class because they needed to be put in class and they said like I don't have a future you know and then by the
045end of the school year they were doing tutorials like that with a little bit of back talk instead of just I'm not doing that you know and it was really it was really great seeing how much they were able to open up and I think that was super important because it's not only an academic thing we do in AVID it builds bonds you know and it's advancement via individual determination you want them to be determined and it like we love Mr. Johnson, but he's a teacher. Most of the students are like, "Oh, it's just this old guy going, right?" But if you have tutors that are seniors in high school, you see, all of us tutors right under the bus. I'm sorry. All of our own tutors have our own futures ahead of us and
046we all are going different paths and but we have a plan. We have a goal. And I think them seeing us with a goal, wanting to help them and being like encouraging to them really helps them think, "Wait, I should have a goal. I can do this in the future. that would be great for me too. So I think um the emotional bond and encouragement really was just as much if not more and the academic help that we gave the students. I mean we gave them a lot but I think it was really good for everyone to just become friends and made a lot of friends with the kids and they were sad to see us go and it really gave them a little jump start and what they want to do in the future
047as well. So that's what helped them and me. So I want so previous years what how it's designed to get tutors is you're really supposed to find college students or adults to mentor. So this is the first year that you know it's really hard to find people that want to come back and work for you know basically 10 hours you know 15 hours a week gets hard. So this is the first year that we went solely 100% marshal students and it's been a huge success because of not just the academic support but the mentors. these guys have become mentors to all these students and so they've inspired them to look and see what they can do next because these guys all have their ideas. They know exactly what they want to do. And so that's
048helped tremendously to get these kids thinking and and they're Marshall kids. Like I'm just like I'm a Marshall freshman. I'm a sophomore. These are seniors rather than just someone who came off the street. Some old dude. Yes. Do we have any questions? 36, by the way, if that was your question. Only 36. I was curious. Well, as a as a really old guy, I guess I curious about what what motivated you all to get wanting to do this. What What was it about that you saw as an opportunity that made you all want to, you know, become a Yeah, I can take this one. Um, I came into this like high school like being like normal kid like everyone else and you you grow up and do all these things, your sports, your activities, you
049grow up and just you become yourself. You figure out what you want to do in life and get closer and closer to your goals every day. And it was it was helpful because I have a little brother and he's in eighth grade and he'd ask me a lot of questions and like he's like, "Oh, how are you how's what are you doing for college? like how you figure out where you want to go to school and he doesn't he doesn't have any help like he doesn't really know what he's talking about like what he's asking me like so I kind of started explaining it to him and then the Mr. Johnson and a bunch of other teachers were asking me to be an avid tutor and I was like yeah sure and so I'm helping
050like freshman I guess we we help freshman uh eighth graders and seventh graders and so they what oh and sophomores sorry and so they see like the process that we've all been through but they also we can share our experiences of how we've been through school and like things like that but they also like it's a way to like just connect like I know it's I know when I a freshman, it was really cool to like see you senior or whatever, say hi or whatever, say talk to you or whatever. But now, like we have like CeCe and Tatum who are really big around our school and stuff. So, it's I know it's a lot of help for those kids and it's easier for them to if they can connect with one of us and
051then they can definitely connect with some people in their class that they see every single day. So, I guess that's just the way that I I looked it when I signed up for it. Thank you. just say thank you. I really appreciate it. Looks like one person's going to Eugene for school. I'm actually not going to I'm going to San Diego State. I know. Yeah, there's no grass there. So, you want you want to show that last picture? Oh, and this is one of Thank you for reminding me. This is one of my absolute favorite things that we do um for our end of the year. We we call it an AVID event, but it's really a schoolwide event, but it was born from AVID. Um, and I don't know how if you guys were
052there or not, but what we did was we lined up all of our seniors and they we got them hats, we got them shirts. Um, they all had their own signing day, whether they're going into the military, whether they're going into the college, whether they're going into the workforce. How many? It was over almost a hundred this year, right? No, we well, you know, only having 67 that showed up. But no, the the challenge with this every year is just getting the kids to commit and coming down. A lot of them will show up like literally in the moment and so I want to do this too. Like they see everybody out there and like we asked you to sign up over a month ago like because it's like you know because we are you
053know and this so Doug Miles is the one this is he was the brainchild behind this last year. We started this last year. Um and it was just an opportunity because you know we we do athletic signings. We do all these things but we wanted to celebrate our seniors that they're signing they're committing to their post high school plan. Um and so this was their opportunity to share. And so basically what I do is I just take the mic and go from each kid and they just tell us, you know, what are they going to school? Are they going to military? Are they going to go trade school? Are they going to work force? You know, what are you studying? Kind of what is your plan? Um and so this is their kind of their
054shining moment. And then we try to, you know, we do a little celebration. We take pictures afterwards and things like that. So if you guys have time next year, it is one of the coolest moments to be at. Um, yeah. Thank you guys for also plug one more thing for the students because it's always hard. It's like the military when you get out, they tell you all the things you get, but nobody remembers it because they're wanting to get out. Uh, you want to get out of high school. Think about it as you go to college or wherever you go. Marshall has a very unique program in the student loan program. Very low interest loans and you can talk to your principal right there because it's on the committee and you can get uh low
055interest loans for you're going to college cheaper than the interest that you would pay in the student loans. So, um, know that it's there. Uh, and know that they have a fair amount of money. So, uh, they can give you loans. You get less when you're a freshman, more as you get to be a senior. So, in that next four years, you can still have a connection back to the high school and get money to help you finish school. Thank you. Thank you. Well, the good thing about these guys, too, is they got a good shirt of scholarship. That's why the freshman year as much is when you get to be a good Yeah. When you get a little bit when you get to go to grad school. Congrats. Thank you guys for coming. Awesome.
056Thank you guys. You're more than welcome to transition. I'll see you guys tomorrow. Good job. All right. Okay, before we jump into this, uh, sup super impressive. Um, these kids, one being here, they just they just graduated. That's that's a commitment of civic duty. I don't know how many kids would show up to a schoolboard meeting the a couple days after they graduate. That's awesome. Senior all night party. Yeah. Yeah. At five o'clock in the morning. And then the other thing is uh it was mentioned I think it's important uh principal Ashton brought up the word opportunity gaps and I think that's important in education because for a long time we talked about achievement gaps. We were really focused on achievement gaps, achievement gaps and they're important but we started to reframe them because a
057lot of times they're not achievement gaps, they're opportunity gaps because the students didn't receive the opportunity. So your vision, our vision, and what we're trying to do is we're trying to close opportunity gaps. And that's uh you'll see what we're doing with career and technical education, advanced placement, Google college credit, um algebra, and eth grade, solid floor, poor ceiling. If a kid is ready, he's ready. She's ready. We're we're going to let kids accelerate. And that all goes back to the word opportunity gaps instead of achievement gaps. So before I jump into this, there's a lot of data. I'm not going to go through all the data in detail. We will spend more time during our work session, our board summer work session. David will would love to show you show up for that and
058you know one last time, but I'm going to go through this pretty quickly. Uh there's a couple data points I'll unpack in a little more detail. There's a lot of glows. I' I've spent last couple days with our team and in fact I feel bad and I know I'm going to miss some stuff but there are a lot of student achievement blows at all levels K12. One of the themes that I've talked about this year is really we're trying to put the puzzle pieces together. This predates me. I didn't I didn't bring AVID to the CSB school district or proficiency based learning or MTSS or science of reading. A lot of this work was happening prior to me coming back. We just have been intentional about trying to really go, "Okay, this is what we're
059going to do. Let's do a really good job of it. Let's be focused. Let's have clarity. Let's get the PD and let's not try to do everything." So, we're trying to be intentional on putting the puzzle pieces together and and keeping those puzzle pieces together. So, some things that drive our work, and you guys have heard me say this, all students deserve great schools by design, not luck. There's a science to schools. There's a science. There's certainly an art, right? There's a science to it, right? When you look at instruction and curriculum and assessment and responsive services that those are best practices. We're we're not making those things up. The relationships is the art. The methods, the pedigogy, that's the art. Students who need the most deserve the best. And we certainly have a lot
060of students in Fuse Bay who need who need the most. The smartest person in the room is the room, right? You guys are great at that. You're you're you're super collaborative. You get along. You're collegial. Uh isn't one person who who dominates the conversation, but really it's it's it's us. It's the collective. And you're trying to I say you're trying to create smart rooms. Let's get a bunch of people together who care, who have experience, who are smart. So, some glows. I'm going to bounce through these pretty quickly. One of the things that we talk a lot about in our admin teams is shrink the red, grow the green. How do we shrink the red and how do we grow the green? So, you're going to see a lot of data here. There's a lot
061of red that is being reduced and there's a lot of green that is growing throughout K12. So K3 dibbles. All I want you to notice is when you see the bar on the left, you see the bar on the right. At every grade level, the bar on the right is smaller than the bar on the left. So beginning of the year to the end of the year, we have more students who are proficiently K3. You can see kindergarten significant significant reduction. Uh exceeding. What I want you to pay attention to here is the bar on the right is larger than the bar on the left. So end of year and beginning of the year and end of year. So these are students above proficiency K3. So the number of students that our staff, our teachers,
062our support staff, our systems are growing, it's it's considerable. You look at kindergarten, 10% of the students were exceeding in reading. Now we have 29% of the students exceeding. So lots of growth. Madison if you look at this is longitudinal 22 23 23.4 4 24 25. Look at the difference in this year compared to several years ago and the number of students specifically in blue exceeding you did an apples to apples 21% to 9%. And then students who are proficient someone help me there. Is that 32%. Y compared to 30%. Or no 20%. I'm I'm too I can't see but lots of good work happening at Madison east side reading proficiency uh proficient and exceeding again historical data you can see the blue and the green are increasing every single year and a lot of
063this work is elementary uh teachers and their support staff in the science of reading right and and that PD that PD is paying off for our kids that's too small to See, I I will send this out to everybody, but Sunset has really strong achievement in reading accuracy. I think it's 85%. It all all four grade levels. They're 85 85% proficient. This is K8 math growth. You'll see in the beginning does not meet, approaching, meets, and exceeds. I like to see the blue. I think we would all like to see the blue that blue bar um bigger than what it is but meets lots of good growth meaning proficiency and that's K8 now and this is sunset. All I want you to pay attention to is look at the red on top the beginning of
064the year and look at the red on the bottom almost to now. Look at the green on top and look at the green on bottom. The number of students who are proficient in math significant growth. Right. Right. Shrinking the red, growing the green. Sunset math data. I already showed this twice. Miloma math. Look at me math data. This is this is a highlight. Look at me's red at the beginning of the year in math proficiency. Look at me green and math proficiency at the end of the year. lots to celebrate. Junior high, seventh and eighth graders, more seventh and eighth graders are meeting proficiency levels in math. So, what's going to happen, and we talk a lot about this, we're going to have more and more kids ready for algebra 1 and eighth grade and
065ninth grade because we have to be solid algebra one. So, that that math ceiling gets really high, right? Math algebra one is is forunately a little bit of a gatekeeping course. So, we talk a lot about Chad says this, everybody's got to be ready for algebra one and everybody's got to be ready for math 105. Those two courses are critical. Whether they take calculus is probably going to be based on their career path, right? If they're going to be an engineer, probably got to take calculus. If they're going to be a math professor, calculus, computer science, calculus. We we've got to get to the point where about 20% of our kids are enrolled in calculus courses. So, this is preliminary data. Really excited. Uh Marshall Junior High is on the left. The state is in
066on the right in blue. We believe that our reading and our math data is above the state average. I know that's not where we want to be, right? Nobody's planting a flag for 34%. But we're above the state average, right? So, the needle's moving. Math significant um increase. That's historical math data on the right. is someone help me out with that. What number is that? 34%. 34%. That's the state assessment. Reading the junior high to the right. What was it, David? 48%. 48%. Eighth grade algebra one enrollment. So on the left is national averages. It's 35% of eighth graders are enrolled in algebra 1 and our district is 21% and again we're ahead of the state which is 16%. Students taking at least one AP course the the United States average is what David uh
06734.7 Oregon is 15.6 and we are 19 19 AP enrollment hockey stick growth. So if you guys look in 70 in in 2122 we had 79 ATP enrollments at Marshville High School. Next year we'll have 533 ATP enrollments. This year we had 136. So we have what is that? What is that? 300% increase Mr. Robin math teacher somewhere in there. Yep. So that's that's what we call hockey stick growth right. So we are this is going right this is going back to Abbott because it one of the things that I love about Abbott is it's it's we're we're a perfect AVID Abbott district and it one of the things they focus on do your students come from homes with uh their their their parents have a college degree they call them firstgen students so we
068have a lot of we have a lot of students who and that and that's okay but their f they don't come from a traditional collegegoing background so there's a lot of opportunity gaps they're being closed dual college enrollment I think we'll be at 300 next year. Marshfield 9th grade passing grade. We believe Mr. Ashton gave me this today. We think for freshmen it'll be 90%. That's a because that's a that's that's a really important year team because if they can pass their classes, this is what the research shows. If they pass their classes when they're freshman, they graduate as seniors, right? So that's a that's a strong passing rate. the seniors 98% passing rate at Marshville High School. Congratulations. Yeah, it's it's great work. We got a little the sophomores and juniors they're they're working
069on. There's a push going on right now, but the book ends are strong right now. Um senior high graduation rate, just a disclaimer, the projection is they think it's 94%. Not four-year graduate graduation rate. The seniors at Marshfield this year who enrolled, 94% of them they believe graduated this year. So that's that's strong. Destinations the passing rate was 89%. That's that's collectively that's 912. Destinations they believe that their graduation rate for this year is 100%. Impressive. now not four year graduation but all the seniors who were there and I've shown this a couple times just really proud of this work if you look at destination graduation rate historically at one one time it was 5%. So we're moving from a 5% graduation rate Kayla and her team to we're looking at 100%. like team that's
070moving mountains. That does not happen by accident. That is through belief. That is through culture. That is through systems. Lots of patience. Lots of patience. Lots of counseling. I mean, you're moving mountains. They already mentioned this. This is a this is a great event. Unfortunately, I couldn't be there. I would I was I think double and triple booked the 67 season. I like this because this is typically what you see for athletes, right? and they moved it beyond just athletes. It's also for students academically in military and the career technical education field. I think this got lots of here's another glow. That's a huge deal. Talk about the goat. He broke and then there's the team award. He cut his hair off. They they beat OSAA set the record for the 4x4 for 10 minutes.
071For what? 10 minutes. Six to eight kids beat it. Oh, they did? Okay. Yeah, it was really cool. They beat it was the record actually was by all the water and set it in 1984. Okay. And then they beat it and yeah, then 6A kids beat it later or 15 minutes later. So, she's tired of us talking about this, but I don't really care. Again, we have the elementary principal of the state school district, Cara Davidson, and she's tired of me talking about this as well, but I don't I don't care. Um, we also have Dr. Kayla Crook. And so, she's here. Let's everybody give Kayla round as you talk about persistence a lot of time. And then to you guys, thank you. You're also seeing the difference between the advisors he had in the
072White House the first time, our people he has now. It's only no political zone. No, you guys, thank you. You guys are great to work with. I've worked with with a lot of school boards and you guys are one of the best. Uh you really do. you have the district, the community, kids um at heart and just appreciate your guys' professionalism and keeping the main thing the main thing. Um as you know, sometimes school boards can get into areas and weeds and you guys do a great job of staying high level and in keeping us accountable accountable to the mission. So next steps for the board. So this summer, revisit the strategic strategic plan. Solidify our long-term all dead plan. Just get into strategic planning. That's an iterative process. Report progress on goals. We'll go
073a little bit deeper on the data. More time for questions. Revisit facility and operations projects. There's never enough money, so we have to prioritize. We will have clarity from OD on the accountability framework, update on state assessments and solidify our key performance indicators. So last thing is we have the right plan and it's based on evidence, data, need, best practices and future evidence. So the plan's in place now we just need to go execute it. So before I turn it over, questions. Okay. All right. Thank you. I was going to say I'm a little surprised to I might have to attend the next day to hear even you know I just just to work because this whole year we've talked about some of the deficit areas of our performance and just kind of where we
074are really lacking in some areas and just to see that really some we've made some really good progress is really refreshing actually a little bit surprising because I did not think we would maybe be there. So, and you know, Oregon standard are not great, so it's nice that we're meeting those benchmarks and exceeding them. Um, it gets us out of the basement a little bit, but not just in the basement with the rest of Oregon, but you know, it's obviously a great first step in the area that we're expecting full. So, yeah, I appreciate that. Yeah, I'm actually surprised by by some I knew we'd have growth in every area, but some of the the growth I was I was really surprised at how far it jumped. in Oregon as a as a whole. You're
075right. We're not We've got to work on that. We're not setting the public education war on fire. So, as a collective, as a group, um and I I think Governor Cotch has a good vision and and um yeah, hopefully the legislature can make sure they get Yeah. Okay. Thank you very much. We're going to go over now to curriculum adoption. It's an action item of chat. Good evening. Thank you. That list did is it in the package? It is in the packet. I brought the books too. I mentioned that to some of you know we've been working on this year of selecting. We have the four SAS books in that list. Those will be for the regular science classes state list. at the four inky books and those are not on the state adoption list
076because the state adoption list only includes core curriculum regular type classes not qual um this stepping back just a little bit to the fourth one down which is the savis experience biology in miller biology we're currently using milan biology and their status experience biology that matches the other three books above that isn't going to be out from the following year. And our contract will allow us to pick the whole the the new version which will be the Savis experience biology version not this coming school year but the year after them. And the book that's actually on the the Oregon adoption list is the Miller Biology book. But after looking at it, because it matches our other books, it makes total sense to move towards that book. It's just it's updated with current information, matches the
077way that the students are learning the other books. So there's a slight deviation from what's on the Oregon adoption list because it will be the new version as opposed to the old version. That's why it's doubled up there. Was I clear on that one? Did that make sense? So, are we using the what we are now doing for an extra year and then making this miller? Yes. Okay, that is we're currently using the Miller and the biology and then as soon as the new one comes out, they're going to give it to us. And then, um, live well is the health curriculum. There's two books here. And then the foundations of restaurant management version level one and level two here. So the well on the state doctor no because those are those are electives and
078extra type classes. So well the health is the health is not did I put that wrong on here? I did. That needs to be corrected. It needs to be I guess the material for health. We're also going to be sub um investing a substantial amount in math materials with the A classes that were out here campus science classes and we're gearing up for that as the teachers will um they're this summer they'll go and participate in a lot of AP professional development at the AP institutes and they'll get a better understanding. They're starting to live the course this year, but after that training, we'll have a really good understanding of which materials they need and when we're gearing up enough to purchase all those materials that they make sense that we're purchasing new to our
079materials and not to equalize what we're trying to do and do it all the way around really well. Our students will be all of our lab materials for the most part will be updated at that point. They'll be waiting a question. No question. Okay. I'll move we adopt the instruction 25.6 that's listed on the list. Well, thank you. Even though we don't have with that little that little fix there, we're approve materials approved by Yes. on wall. Yeah, we have a second. Second. Thank you. Can I ask just a point? So I think it does OD basically just stay out of the AP courses because they're already determined by the AP system. Is that correct? Uh they just don't do them. They don't do it for electives either. They do it for the core math
080or the social social studies. The AP is like they're geared so you can pass A test. So probably not. And the way that we Yes. And the way that we select those materials generally speaking and assign our teachers took the approach this year is they go into the AP there's forums for each content area or discipline in biology chemistry. They sign up for those. They read through the material and they ask people what's working really well what's aligned to the to the community test. What are the the teachers that have some experience? What do they see as helping? And that's what we use to select the folks here. All those in favor? I I Any opposed? Hearing none pass. That leave Matt left. What's left without um math? We did previously this year. It's just
081these items and then to make the announcement also that next year we'll start working on adopting new social sciences. But we have not already. Yeah. Status and big ideas. It's a it's a mix and with the AP material not necessarily work for those but status at the K to8 level and big ideas at algebra and then the second year is as half and half data science and geometry and then algebra 2 is big ideas and then once we get to college level the upper level classes it's mix and match and again those materials aren't on the adoption list once we get to that point. Uh there has been some um alignment attempted alignment with what we're trying to do at swap with passing 105 and 111 and we engaged with swap the math teachers twice
082this year with their math teachers to try to figure out what's the best pathway once we get algebra to align to what they're doing because we we had them come over and present to us our our mapped and how our students are doing when they end up at SWAT and it's not where we want And so in trying to figure out what's going on with that, we we're we suspect that in our class two level, there wasn't a perfect alignment either because the students have to either go the 105 pathway or the 111, which is more of a statistics or a more of a calculus pathway and we don't have a perfect alignment with our courses once we get past algebra 2. So we are working on that. we met twice to discuss it and
083it's hard because all I can say is in the past our kids out of advanced math including calculus have done well at the university levels um and I have had students who passed the calculus class that they all those didn't pass the SWAT test so the alignment is not clear at college what it's good that we have the conversations and we should do that again next year too to see where we're at having completed the data presentation and then engage with their math teachers again and then dial it in further. Can I Yeah, just a quick comment. The the coordination, the collaboration between the SWAT professors and Marshall department and then even down to our middle school has been has been really strong this year and encouraging and everybody's getting together line articulation. Um, we
084don't always help ourselves with our kiddos because they don't have to take four years and we can talk about that later. But kids are kids, right? They always say patch least resistance like water many times. I think we set them up a little bit for failure when they go to postsecary because they don't have to take a math class. Our counselors, our administrators, our teachers do everything they can to get them to sign up for four years, but um sometimes they just can't it can't worse. When we talked to the math professors at SWAT, that was one of the major talking points is our students need to take four years of math and which classes specifically. So that needs to be an ongoing discussion in the district of at a certain point instead of the
085letting the students decide that we need to apply some pressure and maybe even some rule making to make sure that they get four years of and then the other part is you mentioned big ideas is our high school math curriculum. SAVIS is our K8. Uh SAVIS has a strong adaptive software component. We do not have an adaptive software component at the high school level. So, we need to talk. We're having those discussions with our our math uh department as well to make sure they have something that kids can accelerate or get the remediation through through the algorithm through the sophomore. Is it common for other districts to have a four-year math requirement? No, I think you know graduation I got to be careful because I'm going to start pontificating here, but um graduation rate is
086such a big deal and it's such that it might be the most important target that third grade reading that sometimes people will compromise four years of math because they want to make sure kids are graduating. Um I have to stop talking about my previous district, but we adopted four years of of math and there has only been an increase in the graduation rate. It's funny you said that because that's immediately where my brain went. Is that is that going to affect our graduation rates? Are we going to create additional fifth year students, you know, to graduate? That I mean immediately that's where I went. So, and you create choices in the math, right? It doesn't mean everybody has to take uh AP stats or pre-calculus. I mean you could you know it could be algebra
0872 it could be stats it could be um it could be geometry and construction I mean there's you can do a little bit of an allocart but what you have to do math professors will tell you you have to keep the pencil sharp right you have to be thinking mathematically and what we're finding the math professors at swalk are telling us if they can't get through 105 we lose them if we can get them through 105 then they can finish that twoyear but that's that's the sticking point is 105 and so that's why we say algebra one, algebra 1 and 105 is the four for for all of our students in the system. Yeah, I was just going to say that, you know, speaking as a parent, um I required four years of math for
088my kids and my daughter went off to USC, took her test, and they told her she took it. She had no math to take in college. She was very pleased with that. She actually said, "Thanks, Dad." She's an arts major and she was going to go into writing and theater and she didn't really want to take any more math. If you take it in high school, you don't pay for it and you get more time to do what you want to do when you're in college. So, I I really encourage people to take it to the max. And again, it doesn't have to be the students have made a wise decision with their family that they're not going down the calculus pathway, the engineering science pathway. We we need them to take still a math
089class and a class that aligns to that passing whichever route that they're taking. Yep. Has to be something. It doesn't have to be up there, but it needs to get them to where they want to be. And your layoff, it's not the best choice at all. No. Especially for the students that aren't confident in that. Usually the ones that probably don't want to take over. Exactly. They need a little more encouragement. Thank you. Thank you. All right. Next up, we have the business office with Marina. Sure. Thank you. So, all I have for you today is enrollment. Um, enrollment as of June 2nd. So, um, we are down, that's been my common thread this whole year. We are only down 19 from last board report. So, that is, um, a relatively small decrease for this
090year. We're actually ending the school year at only 56 lower than we did last year. So only a 2% decrease, which is right on track for what our data anal an analytics um study provided. They expected about a 10% decrease over the next 5 to 10 years. We're pretty on track for that. Um when looking at last year's data, most of those decreases were actually at AYA. Um their enrollment as of June 3rd last year was at 68 and is down to 40 this June. And then um Madison was at 293 last June, ending the year at 277. Sunset was at 364 last June and they're ending at 344. And then um the junior high, which we spoke about last month, but um the information in center was not as reliable as you would hope
091because they had that sixth grade input and then also the students were only enrolled for athletics. Um, but we're saying last year they ended at 422 and this year we're sitting at 397. Everywhere else is a fluctuation of less than three. Um, pretty on track. AA I don't know was part of our data an analysis. I'm not sure that was really something that they forecasted on the federal long range facilities plan because that's when analytics was done. Um, but I would I would anticipate our enrollment to decrease one to two% for the next nine nine more years. Um, that's what we budgeted off of. We budgeted off of this current year ADMW um for state school funds because it's always the higher of the two extended WS. So that for the budget was a decrease
092of 77 APM for next year. So about um 800,000 teachers in students. So um not out of our estimation but lower than we'd like to continue. And so we're going to look at how deep states in in our district rather than need to leave that second semester, that second degree. So that's kind of one of those things we're going to look at over the next year is really where this is going and check them and see if we need more in our system next year. Any other questions on enrollment? We know those numbers in line with our demographic data. I mean you know obviously our population in our area here aging I think the over 65 population is is close to 20 moving towards 25%. So that that means the younger group is probably decreasing.
093So I just wonder I mean is the K I just want how much is related to just demographic trends versus like individual school trend districts if we go back. Yeah. Well the other factor I think you're right is society at large is having fewer children. Right. Right. I mean it's a it's a trend postco. So we certainly are impacted by that. You know, there's some there's some optimism with maybe a port project and maybe that will change things if the economy turns around, but we're we're more like most of the districts on the coast. We're in a declining enrollment environment. I I don't think we're declining as fast as some of our our our neighboring districts. And hopefully with you know our movement with you know student achievement and learning and programs and all the
094things that are happening bay with activities and arts OB all the things we we can attract people to our district the data analysis primarily at demographics. So it was it was birth rates um the trend of kids that were moving out of the state and moving out of town. It was not a ton of demographic factors in terms of um our locations and size the town. It was far more about actual birth rates and data analysis of that. Thank you. That's all I have. The ninth is a little impossible to have financials. It's a tight turn and we did cover a series. There's lots of choosing auditing. Um we're going with Valley Financial again um for our second year of our audit contract. I would imagine we will have an audit for my my hope
095is no. Fingers crossed then it'll be a All right. Thank you, Raiden. Okay, next we have a facilities committee update. So with the facilities, um we had our baseball coach come in and he presented to us and then we had um we heard from our athletic director at the facilities meeting and then also like to give a thank you to LM and his team over at facilities and maintenance for getting a lot of stuff done plus also kicking down double overtime for getting graduation stuff ready and on time doing all behind thescenes stuff that a lot of us might not even recognize. So, thank you Lman team and the crew. And then uh see over at Marshfield the flag pole was having some problems. So they have a new flag pole in with all the
096permits and and it's up and flying. And then uh that's it for facilities. And then we're going to now go over to the policy committee update with David. All right. So you may have noticed that your packet is about four pounds lighter tonight. That is because because I link them all in the agenda and no one's actually reading the policies at the meeting. I thought it was a big waste of paper. So, I'm doing my part. Save a tree. Um, so if you if you would like me to continue to put them in the packet, please ask me specifically and I'll I'll create that for you. But the practice moving forward will be to not put them in the packet. Um just some still working through the policy analysis updates uh that we were provided
097by OSBA. Um right now we're in the the review phase. We've made any major changes um or any things we were out of compliance with. Those have all been taken care of. Now it's just policies that we haven't looked at in a while and they think we should look at. So that's what we've been doing in policy. Uh we have first readings for adoption. I indicated if there were no changes at all to them. Uh we just looked at it and said this this matches our practice and we have no suggestions. Um but they're just on here so that we have record that we did in fact review them at this date. Um, and then I did note if there was a, you know, a minor grammatical change or things like that. And that's really
098the only changes that we uh we made with the exception of um policy or the AR KG AR1 facility usage. We did change some grammatical errors, but we also added additions to the the fee schedule. We did increase the fee, but currently we were not charging for uh grass fields or and there was nothing on there for the batting gates. Um so those are resources that likely the community would like to utilize and and we would not like our our maintenance department have to dig into their budget for that. Um so it's it's in line with the rest of our fees. It's nothing extraordinary. Uh just enough to cover our costs of using those facilities. Um then we have about 10 policies up for deletion. These were also part of the OSBA policy analysis. They
099indicated about 100 policies that they no longer support and uh were marked for deletion. So we are working our way through those as well. Um and that's about all I have for policy committee. Does anyone have any questions? Terrific. All right, moving right along over to a board item. Board member highlights. Board member highlights. I'll start. I went to the safety committee meeting and just blow high. So, we did a tour of sunset checking classrooms independently and went around and had a conversation about all the fire events and the other stuff, checking for electrical outlets, and it was actually very good to do it. Yeah. reminded me that there's no windows in that building which drives me crazy. Um, but uh it it was a good conversation and it's great to do that alone. So,
100I'm commend for the stuff they've done. And then I think all of us were at graduation most of us which was a great opportunity and um went to the um graduation for our destinations uh which was I really like it the other part. It's a great opportunity and great event. So overall, it's been a really nice ending of the of the year. And I was aruck by the new nautical light pole that we have in that looked really cool when I came up for graduation, looked up at that thing. It's good job. So overall, yeah, I've got nothing. Sorry, guys. I enjoyed graduation, both destinations and um MHFs. It was really nice. it kind of reminds you why we show up to these meetings. Um so it's nice to have that and why we are
101here and um doing what we do and and so that was nice. I really enjoyed it. It was nice to see the kids graduate and yeah, thank you. I don't know how you just It's nice to be here on probably my last regular board meeting. I think I called for something in the intermediate time, but I just want to thank you all. uh for making my time here enjoyable and uh I would also just make an invitation to if you if you need something that you think I might be helpful with I certainly willing to come and help we're we're helpful. So thank you. So then next on here we consider LOA requests. So you all have that as a loose it came in at the the final hour. Um so it was on the
102agenda. I was just waiting for the actual document. Uh, so that's why it's not part of your packet. And so that's what we got. I'll move that we accept the minute recommend. I'll move that we accept the app for just a question. I just would like to ask the district position that's normally it affects district staff. So I have to get the wrong if there's a a feeling one way the other from district health. Um yeah she has she has her support. Y we'll uh we'll accommodate and work and I think she's she's taking not taking time off for her little kids and family. So yeah absolutely support her decision to do that. And the only thing we promise is she gets her job back. Not that a job but a job. Yeah. You'd always
103love to get them back in their spot, but there's some decisions that we made and but yeah, she will have a spot back. Yeah. All in favor say I. I. I. Any oppose? Pass. Then action items. We have any more action? Oh, yeah. We have a resolution there. We have a resolution from the business office. Um so annually in June I present to you a reauthorization of applications things that maybe we have all great intentions at the budget time as grants come in as grant budgets are approved as general fund expenses are approved in addition to those grants things get adjusted. So, um, our our projection in the middle of May was that we were going to go over in general fund instruction by about 200,000 and support services by about 10,000 for the general
104fund. But I wanted to make sure that I covered ourselves appropriation authority to do so. So, I would like to recommend that we move a million dollars from contingency and put $750,000 into instruction and 250,000 into support services. We don't intend to spend all that but that covers us so that if we go over our current appropriations it's not an audit thing and then under 200 fund special revenue fund. Um this is all related to user because we ended up being able to spend money in last fiscal year. We had overbudgeted in facility acquisition construction because we weren't doing Hback this year. And so I'd just like to have us move that um 1,250,000 from facility acquisitions to support services. Just going to grants a line. This year we had more important services than we
105did for construction. And so it's just reallocating those within the the major fund. Does that it still meets the same performance for other kinds of those funds? Okay. They can be used to support services or Okay. because all the grants are included. So, um, for example, early literacy grant, which was higher this year because we had carryover, it all had been spent essentially on instruction services. And so, when I'm building this budget last May, I thought we might have more facilities spending than we did. And so I was just hoping was going to get to I move uh that we accept resolution uh number 2025-04 authorizing the transfer of appropriations. So that would be uh in general fund moving uh 1 million of dignity into construction and support services and moving of the 200 special
106revenue fund for facility acquisition for support of $1,250,000. I'll second it. Any more discussions? Okay, for a vote. All in favor say I. I. Any opposed? Okay. Hearing none pass. Thank you very much. And then also uh Cody, thank you for sticking around. So at the very beginning, I should have said if you have something to do tomorrow and you can't stick around, it's okay to pull out. But then you held in there like a champion. So you tight. Yeah. Thank you. Just like the 100% that graduate. Yeah. Yeah. Thank you. We did. All right. Um, so and this is your last meeting tonight or unless I'm called to duty by the again by the end of We probably come up with something. Well, there are some bargaining stuff coming. So that way Well, I
107was just filling in tonight because I'm the vice chair, but so I was wondering if you could just close us out then if you could do that. And if you break it, you get to keep it. Somebody has fashion. Call us meeting clothes. Thank you.